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This research studies how important it's the family environment when we evaluate the irrationality. It's well known that the family influence or affects the life of their teenagers. So, we wanted to see if the irrationality it's influenced by family. There are so many characteristics of irrationality like frustration given by the rules or work, global evaluation of your own person and irrational expectations about what is right. In our research we intended to check if these characteristics are real for our subjects. So, we picked teens from dysfunctional families and teenagers from organized families. At the end we saw if our speculation was right, and we realize how important it's the environment if we want to have low scores at irrationality.

Research in the last decade has shown that social and emotional competencies in preschool children are a key element in predicting school adjustment and success in life. Also, children with deficits in these areas are at risk for developing emotional and behavioral problems and for social exclusion at school. Educators need to have knowledge and skills to implement such programs in kindergarten, to be able to evaluate, monitor and develop socio-emotional competencies in preschool children. The present study evaluates the efficiency of such a program conducted in kindergarten. The program involved offering training for 9 preschool educators and implementing specific activities with 100 children age 3-7 years old during a one month period. An initial and final assessment of socio-emotional competencies of children was made, using PEDa (Developmental Evaluation Platform), an original instrument developed by COGNITROM SRL in Romania. Results have shown a significant improvement of socio-emotional competencies in children aged 5 and 7, involving understanding and regulating emotions, prosocial behavior and rule compliance. At age 3 the progress made by children was not statistically significant, probably due to the short duration of the program and language development of children. The present study proves that such programs are efficient and necessary and preschool educators need to focus not only on cognitive development of children but also on socio-emotional dimensions relevant for adjustment later in school and life

This study performs a detailed analysis of the educational institution in terms of curriculum and school life, human resources and financial and material resources. The research involved all unit employees, teachers and support staff and also parents of enrolled children. SWOT method is used in order to determine the strengths and weaknesses of the organization. By processing the information obtained from surveys concerning job satisfaction and organizational communication and parents questionnaires on kindergarten-family partnership, an organizational development program has been developed. Organizational development program involves intervention in three main areas: promoting the image of the kindergarten in the community, developing educational partnerships and training of human resources. In order to develop human resources is very important how the training is made to be effective, the objective being to improve individual, team and organization performance, to help develop a positive culture of the organization, to contribute to change management, by providing knowledge and skills necessary to cope with new situations. The future of educational organizations and its success depends to a large extent on the existence of these organizational development programs and in particular on the involvement of leaders in organizational development.

The paper aims to provide a practical example which can improve students’ school results by simply matching each student's own learning style with interactive learning methods. The research was done through an experiment in secondary school teaching. In the initial phase a questionnaire that evaluated learning styles was used as well as an educational test for evaluation of the educational student performance. In the formative phase some educational interventions were projected using interactive methods adapted to the identified learning styles, and in the final stage educational tests will be used again to test students’ performance.© 2011 Published by Elsevier Ltd.